Grade 3 Map

Grade 3 Science Curriculum Map
Topic: Erie-Buoyancy

NYS Standard	4 The Physical Setting		Time Frame/Duration: September
Content Key Idea:	3 Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. 3.1 Observe and describe properties of materials, using appropriate tools 3.2 Describe chemical and physical changes, including changes in states of matter. 5.2 Describe how forces can operate across distances.
Performance Indicator:	3.1, 3.2, 5.2
Vocabulary:	absorb, buoyancy, sink , float, capacity, cargo, properties,water vapor, water cycle, evaporation, condensation, precipitation
Major Understandings	I/R/M	Suggested Activities		Resources	Assessments	Teacher Notes
Observe what happens when a ball of clay is added to water.(predict) How can it be changed so that it floats?(construct) (3.1b, 5.2a)	M	pg 2 (TG) clay ball/water activity		Erie BOCES Kit	construct boat that floats
Predict, observe what holds more ceramic weights, a medicine cup or the clay boat? (3.1c)	M	pg 4 Predict/cargo/medicine cups/boats/		Erie BOCES Kit	demonstrate the capacity of the medicine cups is constant
Construct a boat to hold the most weights. Describe the properties of boats that hold a lot of cargo. (3.1e)	M	pg 5/6 use clay		Erie BOCES Kit	list qualities of a good boat
Construct boats using other materials.(3.2c)	M	pg 8 foil		Erie BOCES Kit	compare capacity of foil boat with clay boat
Compare the float/sink properties of objects in fresh and salt water. (5.2a)	M	pg 9/10 use salt solution to test		Erie BOCES Kit	predictions/observations/ compare
Observe, identify, and record how the same type of matter behaves in different states.(5.2a)	M	pg 11 melting ice in oil *demonstration for student to observe and record		Erie BOCES Kit	observations	may use other liquids too/blue ice cubes work best.
Describe the reaction caused by mixing vinegar water with baking soda. Describe effect on the raisins?(5.2a)	M	pg 16 rowdy raisins * small groups		Erie BOCES Kit	describe reaction
Use water cycle pages with text pages /assess separately		pgs 18-21				runoff & ground water must be included as terms

Topic: Water Cycle, Storms and Clouds

NYS Standard	4 The Physical Setting		Time Frame/Duration: September/October
Content Key Idea:	2 Many of the phenomena that we observe on Earth involve interactions among components of air, water, and land. 2.1 Describe the relationship between air, water, and land on Earth.
Performance Indicator:	2.1
Vocabulary:	water cycle, evaporation, condensation, precipitation, groundwater, runoff, water vapor, cloud, hurricane, tornado, blizzard
Major Understandings	I/R/M	Suggested Activities		Resources	Assessments	Teacher Notes
How does a cloud form? (2.1b)	M	C 88-91 Read and discuss Create models, describe, and label C86 Activity		Text Unit C Chapter 4	C89 Ongoing Assessment Lesson 1 Assessment
How does water move in a cycle? (2.1c-*includes definition of “runoff”)	M	C92-97 Read and discuss Water Cycle wheel, song, streaming video		Text	C95 Ongoing Lesson Assessment Sing song	must know to mastery (include “runoff “ and “groundwater”)
What are the causes of extreme natural events and what are the effects? (2.1e)	M	C100-105 small groups/Read and discuss Severe storm/Safety posters		Text	C 101,103 Ongoing Lesson Assessment
		C106-107 Study guide		Text	Chapter Questions Chapter Test

Topic: Sun, Moon, & Planets

NYS Standard		4 The Physical Setting		Time Frame/Duration: October
Content Key Idea:	1 The Earth and Celestial phenomena can be described by principles of relative motion and perspective. 1.1 Describe patterns of daily, monthly, and seasonal changes in their environment. 4.2 Observe the way one form of energy can be transferred into another form of energy present in the common situations(eg, mechanical to heat, etc.).
Performance Indicator:		1.1, 4.2
Vocabulary:		star, planet, solar system, crater, axis, rotates, orbit, revolution, satellite, tide, phase, telescope, astronaut
Major Understandings		I/R/M	Suggested Activities		Resources	Assessments	Teacher Notes
Describe characteristics of the Sun. Name the planets in the Solar System, their place and what they are like. (4.2a)		M	C60-63 Read and discuss Activity C58		Text Unit C Chapter 3	C-61 Ongoing Assessment Lesson 1 Assessment	info about Sun/transfer of energy most important/less emphasis on planets
Identify how Earth's rotation causes day and night. (1.1a)		M	C66 Read and discuss Activity C72		Text	C-67 Ongoing Assessment
Describe how the transfer of the Sun's energy (light) heat the Earth.(4.2a)		M	C67 Read and discuss		Text	C 67 Ongoing Assessment
Identify the Earth's orbit around the Sun is 365 days long (one revolution)/calendar connection.(1.1a)		M	C68-69 Read and discuss		Text	C 69 Ongoing
Explain how the tilt of Earth's axis and its revolution around the Sun causes our seasons. (1.1a, 1.1c)		M	C70-71 Read and discuss		Text	Lesson 2 Assessment
Describe the movement of the moon and its phases. (1.1a)		M	C74-75 Read and discuss		Text	C 75 Ongoing Lesson 3 Assessment
Identify how telescopes and spacecraft help how scientists view Earth and space.(1.1c)		M	C78-79 Read and discuss		Text	C 79 Ongoing Lesson 4 Assessment
			C82-83		Text	Study Guide
						Chapter Test

Topic: Matter

NYS Standard		4 The Physical Setting			Time Frame/Duration: November
Content Key Idea:		3 Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. 3.1 Observe and describe properties of materials, using appropriate tools. 3.2 Describe chemical and physical changes, including changes in states of matter.
Performance Indicator:		3.1, 3.2
Vocabulary:	matter, property, volume, physical change mixture, states of matter, solid liquid, gas, water vapor, evaporates, condenses, chemical change
Major Understandings		I/R/M	Suggested Activities	Resources		Assessments	Teacher Notes
Identify and define matter. (3.1a,3.1b)		I	B8-9 Read and discuss examples	Text Unit B Chapter 1		Ongoing
Observe, describe and classify the properties of matter. (3.1c)		M	B 10 Read and discuss Chart/describe properties of matter (items)	Text		Ongoing	Observations/data
Measure the properties of matter. (3.1c, 3.1e) (length)		I	B 11 Read and discuss Measure length of items meters/centimeters	Text		Ongoing	Recorded/length
Measure the properties of matter(3.1c,3.1e) (volume)		I	B 12-13 Read and discuss Measure volume of items liters/milliliters graduated cylinders	Text		Ongoing	Recorded/volume
Measure the properties of matter (3.1c,3.1e) mass		I	B13 Read and discuss measure mass of items grams balance scale	Text		Ongoing/Lesson	Recorded /Mass
Observe, identify, and make physical changes to matter. (3.2c)		I	B 16-17 Read and discuss Make actual physical changes (paper,clay,etc.)	Text		Ongoing
Observe, identify, and make chemical changes to matter. (3.2a)		I	B 22-24 Read and discuss make actual chemical changes(bake cake,etc) Study Guide/Chapter test/ B28-29	Text Text		Ongoing

Topic: Erie-Powders and Crystals

NYS Standard	3 The Physical Setting		Time Frame/Duration: December
Content Key Idea:	3 Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. 3.1 Observe and describe the properties of materials, using appropriate tools. 3.2 Describe chemical and physical changes, including changes in states of matter.
Performance Indicator:	3.1, 3.2
Vocabulary:	acid, base, BTB, citric acid, crystal, indicator, iodine, plaster of paris, reaction, starch, sugar, texture
Major Understandings	I/R/M	Suggested Activities		Resources	Assessments	Teacher Notes
Describe “moon rock” using one word descriptions. (properties of matter) (3.1b, 3.1c)	M	Sugar cube SAB pg1 TG pg 1		Erie BOCES Kit	Class Observations/30
Observe, describe, identify how powders and crystals are similar/different. (classify) (3.1b,3,1c,3.1e,3.1f)	M	Powders & Crystals Hair & thread pocketscope/microscope SAB pg 2/TGpg 2-3		Kit	Observations
Observe and collect data on change in powders and crystals when water is added. (3.1b,3.2a,3.2c)	I	Powders & Crystals water dropper SAB pg 7/TG pg 4		Kit	Observations
Observe and collect data on the reaction to the powders and crystals when vinegar is added. (3.1b,3.2a,3.2c)	I	Powders & Crystals vinegar SAB pg8/TG pg 5		Kit	Observations
Observe and collect data on change in powders and crystals when iodine is added. (3.1b,3.2a,3.2c)	I	Powders & Crystals iodine SBA pg 9/TG pg 6		Kit	Observations
Observe and collect data on change in powders and crystals when BTB is added. (3.1b,3.2a,3.2c)	I	Powders & Crystals BTB SAB pg10/TG pg7		Kit	Observations
Test unknown substance and identify. (scientific method)pg 9 (3.1b,3.1e)	I	Three jars/vinegar/iodine/BTB magnifier/pocketscope		Kit	Identifications of substances
					Kit Assessments

Topic: Forces, Machines, and Work

NYS Standard	4 The Physical Setting			Time Frame/Duration: January & February
Content Key Idea:	5 Energy and matter interact through forces that result in changes in motion. 5.1 Describe the effects of common forces (pushes and pulls) of objects, such as those caused by gravity,magnetism, and mechanical forces
Performance Indicator:	5.1
Vocabulary:	force, friction, gravity, magnetism, pole, work, simple machine, lever, fulcrum, inclined plane, screw, wedge, pulley, gear, wheel & axle
Major Understandings	I/R/M	Suggested Activities	Resources		Assessments	Teacher Notes
Describe/Explain how force makes an object move and how friction can effect its movement. (5.1d)	I	B 35-37 Rubbing hands together B33 Activity	Text Unit B Chapter 2		B 35 Ongoing Assessment Lesson Assessments
Explore gravity and magnetism and their effects on matter. (5.1c, 5.1e)	I	B 42-43 Magnets	Text		Observations/statements Lesson Assessments
What is work and how do simple machines help you do work? (5.1f)	I	B 44-51 Simple Machine Identification	Text		45m B47m B49 Ongoing Lesson Assessment
		B54-55	Text		Study Guide
					Chapter Test

Topic: Monroe-Sound

NYS Standard	4 The Physical Setting		Time Frame/Duration: February/March
Content Key Idea:	3 Matter is made up of particles whose properties determine the observable characteristics of matter and its reactivity. 3.1 Observe and describe the properties of materials, using appropriate tools. 4 Energy exists in many forms, and when these forms change energy is conserved. 4.1 Describe a variety of forms of energy and the changes that occur in objects when they interact with those forms of energy. 4.2 Observe the way one form of energy can be transferred into another form of energy present in common situations.
Performance Indicator:	3.1, 4.1, 4.2
Vocabulary:	absorb, amplify, beats, energy, tension, thickness, timbre, gas, overtone, pitch, rhythm, solid, vibration, volume
Major Understandings	I/R/M	Suggested Activities		Resources	Assessments	Teacher Notes
Observe/describe sounds through your sense of hearing.(3.1b)	M	Concept Map SAB pg 3-4/TG pg1-2		Monroe BOCES Kit	Observation/SAB pg3-4
Identify/describe sounds that are made when an object vibrates.(4.1d)	I	Activity #1 straws/tongue depressors SAB pg 5		Monroe BOCES Kit May use Text Unit B Chapter 4 to supplement	Class Record Sheet
Identify that sound reaches our ears because it is a form of energy that can be transferred, and interact with matter to be utilized by humans. (4.1a, 4.1b, 4.1d, 4.1g, 4.2a)	I	Read Story pg 6 Balloon Activity/SAB pg7-8 Hangar Activity/SAB 8-9 TG pg 7-8		Monroe BOCES Kit	Questions SAB pg 7-8 Explanation Class Record Sheet
Compare and contrast how sounds differ. (Energy and matter interact) (4.1a, 4.1d, 4.2a)	I	Play CD similar/different Four square-pitch TG pg 9-10		Monroe BOCES Kit	Frayer Models
Predict/Observe how length, tension, and thickness affect pitch.(4.1b,4.1d,4.2b)	I	Bottle Tube Activity TG pg 11-18		Monroe BOCES Kit	pg 9-12
Identify how sound can be absorbed/and construct a soundproof container.(4.1g)	I	Cotton Activity Soundproof container TG pg 20-22		Monroe BOCES Kit	Class Record Sheet
Construct a musical instrument. (4.1c, 4.1g, 4.2b)	M			Monroe BOCES Kit	Instrument
					Kit Assessment

Topic: Monroe-Butterflies

NYS Standard	4 The Living Environment					Time Frame/Duration:April/May ( Kit dates3/16-6/1/09)
Content Key Idea: 1 Living things are both similar to and different from each other and from nonliving things. 1.1 Describe the characteristics of and variations between living and non-living things. 1.2 Describe life processes common to all living things. 2 Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offspring. 2.1 Recognize that traits of living things are both inherited and acquired or learned. 2.2 Recognize that for living things there is genetic continuity between generations. 3 Individual organisms and species change over time. 3.1 Describe how the structures of animals complement the environment of the animal. 4 The continuity of life is sustained through reproduction and development. 4.1 Describe the major stages in the life cycles of selected animals. 4.2 Describe evidence of growth, repair, and maintenance, such as nails, hair, etc.,and the healing of cuts and bruises. 5 Organisms maintain a dynamic equilibrium that sustains life. 6 Plants and animals depend on each other and their physical environment. 6.1 Describe how plants and animals, depend on each other and the nonliving environment.
Performance Indicator:			1.1 1.2, 2.1, 2.2, 3.1, 4.1, 4.2, 5.1, 5.2, 6.1
Vocabulary:		abdomen, adult, antenna, butterfly, caterpillar, chrysalis, complete metamorphosis, egg, growth, incomplete metamorphosis, insect, larva, pupa, life cycle, life span, nectar, probocsis, prolegs, segment, setae, thorax, waste
Major Understandings	I/R/M			Suggested Activities	Resources		Assessments	Teacher Notes
Describe how you would raise a butterfly.(1.1b,1.3a,2.1a,2.2a)	M			TG pg 2 SAB pg 3 Class discussion	Monroe BOCES Kit
How do you treat a butterfly humanely? (5.2g)	M			TG pg4 SAB pg 4 discuss proper handling make a chart post rules	Monroe BOCES Kit		Checklist Quiz #1
Discuss/predict how to prepare for the butterfly larvae. (1.1a1.2a,4.2b,5.1a)	M			TG pg 6-7 SAB pg 5 Predict Prepare cultures Read "Life Processes" reader/discuss	Monroe BOCES Kit		Quiz #2
Find information about larvae, observe and record information about larvae, chart growth. ((1.1a,1.1b,1.2a,1.3a,2.3a,2.3b,3.1a,3.1c,3.2a,4.1f,5.1b)	M			TG pg 8-11 SAB pg6-7 Use magnifiers Record observations Compare w/predictions Label	Monroe BOCES Kit		Record data
Design an experiment to find out what larvae eat.(1.1a,1.2a,3.1,4.2b,5.1a,5.1b,5.2g,5.2d)	M			TG pg 14-15 SAB pg 8-9 Design/conduct/discuss experiments culture/leaves	Monroe BOCES Kit		Quiz # 3
Observe and record change in pupa.(3.1a,3.1c,4.1a,4.1e,4.1f,4.2a,5.1b)	M			TG pg 16 SAB pg10 Transfer pupa Observe and record data/magnifiers Read "Staying Alive"/discuss	Monroe BOCES Kit		Quiz # 4
Observe, record, and label printout of an adult butterfly.(3.1a,4.1a,4.1e,4.1f,5.1b,5.2g)	M			TG pg 18-19 SAB pg 11 Observe/record adult butterfly/magnifier Label Read "Featuring Butterflies"/discuss Create model	Monroe BOCES Kit		Data Labeling Model
Observe and record how an adult butterfly eats. (1.1a,3.1a,4.2b,5.1a,5.1b,5.2g,6.1e)	M			TG pg 20-21 SAB pg #12 Observe butterfly/draw magnifier *straw activity	Monroe BOCES Kit		illustration
Identify the parts of the life cycle(complete sequence of changes in form) of a butterfly. (2.1a,2.1b,2.2a,2.2b,3.1c,4.1a,4.1e,4.1f,5.1b,5.2g) Discuss limiting factors of biotic potential. (4.1g,4.2b,5.2g,6.1f)	M I			TG pg 22-23 SAB pg13-14 Read "Butterfly Garden"/discuss Label life cycle TG pg 24-25 SAB pg 15-16	Monroe BOCES Kit		Labeling Quiz #5 Kit Assessments

Topic: Body Systems/Skeletal and Muscular

NYS Standard	4 The Living Environment			Time Frame/Duration: May/June
Content Key Idea:	5 Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator:	3.1, 4.2, 5.1, 5.3
Vocabulary:	cell,tissue,organ, system, cartilage, joint ligament,muscle, tendon, voluntary muscles, involuntary muscles
Major Understandings	I/R/M	Suggested Activities	Resources		Assessments		Teacher Notes
Identify and describe the parts that make up the body system. (5.1a)		D8-D11 Read and discuss Compare different"systems" posters	Text Unit D Chapter 1		Ongoing Assessment Lesson Assessments
Identify that the cell is the basic unit that makes up organs and tissues. (5.1a)		D12-13 Read and discuss Compare "systems" posters	Text
Describe how the skeletal system gives us shape and support. (3.1a,5.1a)		D14-15 Read and discuss	Text		Ongoing Lesson Assessments
Describe how bones are living tissue so they are able to heal. (3.1a,4.2b,5.1a,5.3a)		D16 Read and discuss x-rays living tissues	Text
Describe how joints give us movement. (3.1a, 5.1a)		D17 Read and discuss Activity pg 22-23	Text
Identify how muscles make our body parts move, give us shape, and protect soft organs, and compare voluntary and involuntary muscles. (5.1a,3.1a)		D18-21 Read and discuss	Text
		D30-31	Text		Study guide
					Chapter Test

Topic: Staying Healthy

NYS Standard		4 The Living Environment				Time Frame/Duration: June
Content Key Idea:		5 Organisms maintain a dynamic equilibrium that sustains life. 5.3 Describe the factors that help promote good health and growth in humans.
Performance Indicator:			5.3
Vocabulary:	nutrients, germs, disease, vaccines,prescription medicine, over-the-counter medicine,alcohol, nicotine,illegal drugs
Major Understandings		I/R/M		Suggested Activities	Resources		Assessments	Teacher Notes**
Identify ways to stay healthy. ((5.3a)		M		D36-D43 Read and discuss MyPyramid.gov Class posters	Text Unit D Chapter 2 D56/graph		Ongoing Assessment Lesson Assessments
Identify what germs are and how the body fights them. (5.3a, 5.3b)		M		D46-49 Read and discuss	Text
Identify the affect of harmful substances on the body. (5.3b)		M		D50-54 Read and discuss	Text		Ongoing Lesson Assessments
				D58-59	Text		Study Guide
							Chapter Test

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